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Books on the topic 'Family financial literacy training'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 July 2025

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1

Baranova, Alla, Marina Fridrih, and Elena Sinyavskaya. Financial literacy. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1865717.

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In the textbook for universities on the course "Financial literacy", the issues of formation and development of financial literacy of the population are disclosed, the main characteristics of finance are considered and practical recommendations on financial planning of personal and family budgets, tips on avoiding financial fraud are given. Much attention is paid to the methods of investing money, the basics of creating your own business. At the end of each chapter, tasks, tests and a glossary are offered to consolidate the theoretical material. Meets the requirements of the federal stat

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2

Carlin, Bruce I. What does financial literacy training teach us? National Bureau of Economic Research, 2010.

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3

Pecevich, Allyne, and Fengju Zhang. Family literacy curriculum guide for training volunteer tutors. Commonwealth of Massachusetts, Dept. of Education, 1994.

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4

National Center for Family Literacy (U.S.), ed. Family literacy: National Center for Family Literacy training and staff development for beginning practitioners participants' manual. The Center, 1997.

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5

A, Edwards Patricia. Parents as partners in reading: A family literacy training program. Childrens Press, 1993.

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6

Schagen, Sandie. Financial literacy in adult life: A report to the NatWest Group Charitable Trust. N.F.E.R., 1996.

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7

Reznik, Semen, Marina Chernikovskaya, and Ol'ga Sazykina. Financial literacy of Russian students: a key condition for ensuring economic independence. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/2091440.

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The monograph presents the results of a study of the formation of financial literacy of Russian students. Special attention is paid to students' assessment of their financial literacy, analysis of: students' setting life goals in the field of finance, experience in drawing up and implementing a personal budget, the use of financial planning technologies in the organization of personal life, the culture of financial behavior of students, their entrepreneurial potential, financial priorities in the organization of student life, prospects for improving their financial literacy. An integral

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8

Wisconsin. Department of Public Instruction. Common core state standards for literacy in all subjects: Agriculture, art, business and information technology, dance, English language arts, entrepreneurship, environmental education, family and consumer science, health science occupations, marketing, mathematics, music, personal financial literacy, physical and health education, science, social studies, technology and engineering education, theater, world languages and all other subjects. Wisconsin Dept. of Public Instruction, 2012.

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9

Office, General Accounting. Student financial aid: Federal aid awarded to students taking remedial courses : report to the ranking minority member, Subcommittee on Postsecondary Education, Training, and Life-Long Learning, Committee on Education and the Workforce, House of Representatives. The Office, 1997.

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10

Office, General Accounting. Student financial aid: Federal aid awarded to students taking remedial courses : report to the ranking minority member, Subcommittee on Postsecondary Education, Training, and Life-Long Learning, Committee on Education and the Workforce, House of Representatives. The Office, 1997.

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11

Georgia. Dept. of Audits. State of Georgia program evaluation.: Student Finance Commission, Joint Board of Family Practice, State Medical Education Board, Board of Regents, Department of Human Resources. Dept. of Audits, 1998.

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Audits, Georgia Dept of. State of Georgia program evaluation. Dept. of Audits, 1998.

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13

Audits, Georgia Dept of. State of Georgia program evaluation. Dept. of Audits, 1997.

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14

Georgia. Dept. of Audits. State of Georgia program evaluation. Dept. of Audits, 1998.

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15

Georgia. Dept. of Audits. State of Georgia program evaluation.: Department of Natural Resources. Dept. of Audits, 1998.

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16

Georgia. Dept. of Audits. State of Georgia program evaluation. Dept. of Audits, 1998.

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17

Georgia. Dept. of Audits. State of Georgia program evaluation. Dept. of Audits, 1998.

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18

Georgia. Dept. of Audits. State of Georgia program evaluation. The Dept., 1997.

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19

Jr, Blake Joseph. Joseph: Building Financial Literacy. Spotlight Publishing House, 2019.

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20

Jr, Blake Joseph. Joseph: Building Financial Literacy. Spotlight Publishing House, 2019.

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21

Jr, Blake Joseph. Joseph: Building Financial Literacy. Spotlight Publishing House, 2019.

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22

Jr, Blake Joseph. Joseph: Building Financial Literacy. Spotlight Publishing House, 2019.

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23

Jr, Blake Joseph. Joseph: Building Financial Literacy. Spotlight Publishing House, 2019.

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24

Sr, Scott Andrew, Alivia Scott, and Scott Andrew Jr. Financial Literacy Guy's ABC Workbook: The Financial Literacy Guy's ABC Book 3. An Early Learning Financial Literacy Program, 2021.

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25

Gibson, John, David McKenzie, and Bilal Zia. The Impact of Financial Literacy Training for Migrants. The World Bank, 2012. http://dx.doi.org/10.1596/1813-9450-6073.

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26

Custers, Anna. Furthering Financial Literacy. Experimental Evidence from a Financial Literacy Training Programme for Microfinance Clients in Bhopal, India. Ibidem Verlag, 2012.

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27

Gibson, John, David McKenzie, and Bilal Zia. The Impact of Financial Literacy Training for Migrants at Destination. World Bank, Washington, DC, 2012. https://doi.org/10.1596/12415.

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28

Cheng, Margauerita M., and Sameer S. Somal. The Psychology of Women Investors. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190269999.003.0013.

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The role of financial decision maker in a household has evolved over time. Decades ago, women held traditional roles of caregiver, housekeeper, and wife. Today, more women are pursuing higher education and female professionals and entrepreneurs are making great strides in business. Women are taking on more responsibility, such as managing family life, careers, and education. Understanding what women customers’ value helps to bridge the gap between financial literacy and application. Training and mentoring women should be a priority agenda for every financial institution. Women expect customize

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29

Doi, Yoko, David McKenzie, and Bilal Zia. The Impact of Financial Literacy Training for Migrants and their Families. World Bank, 2012. https://doi.org/10.1596/16952.

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30

Zia, Bilal, and Miriam Bruhn. The Impact of Business and Financial Literacy Training for Young Entrepreneurs in Bosnia-Herzogovina. World Bank, Washington, DC, 2011. https://doi.org/10.1596/10096.

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31

Edwards, Patricia A. Parents As Partners in Reading: A Family Literacy Training Program for Teachers and Administrators. Childrens Pr, 1989.

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32

Weber, Michaela, and David McKenzie. The Results of a Pilot Financial Literacy and Business Planning Training Program for Women in Uganda. World Bank, Washington, DC, 2009. https://doi.org/10.1596/10230.

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33

Huang, Jin, Margaret S. Sherraden, Mathieu R. Despard, et al. Build Financial Capability for All. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190858988.003.0012.

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Nearly half of all American households are financially insecure, without adequate savings to meet basic living expenses for three months. We can significantly reduce economic hardship and the debilitating effects of poverty by adopting social policies that bolster lifelong income generation and safe retirement accounts; expand workforce training and re-training; and provide financial literacy and access to quality affordable financial services.

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34

Economic Crisis Quality Of Work And Social Integration The European Experience. Oxford University Press, 2013.

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35

Student financial aid: Federal aid awarded to students taking remedial courses : report to the ranking minority member, Subcommittee on Postsecondary Education, Training, and Life-Long Learning, Committee on Education and the Workforce, House of Representatives. The Office, 1997.

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36

Kraevedcheskiĭ fond bibliotek: Uchebnoe posobie. Liberei︠a︡-Bibinform, 2006.

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37

A prática pedagógica no processo de alfabetização e letramento no ensino regular e multisseriado. Editora Acadêmica Periodicojs, 2021. http://dx.doi.org/10.51249/hp03.2021.22.

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This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school

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38

Licardo, Marta, and Isabel Simões Dias, eds. Contemporary themes in early childhood education and international educational modules. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-269-5.

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The purpose of the book is to present contemporary themes in early childhood education that are important for preschool education in practice and as topics in the education of students who will work in preschool education settings. The presented scientific research includes various themes in the field of pedagogy, didactics, special didactics and psychology. The results of the research reveal important conclusions regarding relationships between children and preschool teachers, children’s relationships with peers, important practices for social-emotional learning, problems that occur in studen

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39

Reyerson, Kathryn. Urban Economies. Edited by Judith Bennett and Ruth Karras. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199582174.013.033.

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Women's experience in the towns of medieval Europe was framed by the nature of the urban economy and the legal system in place. Women operated everywhere within a patriarchal system, but the limits and possibilities of their economic participation varied across time, marital status, social status, family ties, and training. Elite women managed households, but in some cities they can be found investing in trade and industry, engaging in financial operations, and exploiting real property. Middling women engaged in sales of luxury goods and agricultural commodities, in real-estate transactions, i

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40

Zungu, Sinethemba. Student Support Services: Opening TVET Education in South Africa through the Provision of Student Support. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p07.

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The number of challenges facing students at South Africa’s Technical and Vocational Education and Training (TVET) colleges is profound. Many come in with fragile educational foundations, inadequate financial resources, insufficient English proficiency, and a lack of career guidance (Moodley & Singh 2015). Many others try to pursue their studies while already working full- or part-time, or caring for family members at home. Meanwhile, TVET colleges themselves are trying to cope with the changing profile of the students they now serve. In any given classroom, lecturers encounter students fro

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41

Gao, Qin. From Welfare to Work. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190218133.003.0006.

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Chapter 6 reviews a series of welfare-to-work initiatives and evaluates their impacts. The chapter reveals various barriers for Dibao recipients to move from welfare to work, leading many of them to be unwillingly labeled welfare dependents. These include limited employability due to poor health, low level of education, lack of skills, middle age, long history of unemployment, lack of financial or social capital, family care responsibilities, lack of childcare and senior care services in the community, stigma from neighbors and local officials, and a series of policy design factors that deter

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